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Disentangling the Relations Between Different Components of Family Socioeconomic Status and Chinese Preschoolers’ School Readiness
LIXIN REN1,2; BI YING HU3; XIAO ZHANG4
2020
Source PublicationFamily Process
ISSN0014-7370
Volumex
Abstract

Family socioeconomic status (SES) has been frequently linked to children’s early development. Treating SES as an aggregated variable has many issues, as different components of SES may relate to child outcomes through divergent mechanisms. The purpose of the study was to examine whether parents’ engagement in home learning activities and children’s participation in extracurricular activities (EAs) would function as pathways through which individual SES components related to children’s school readiness. A total of 588 families with preschool-aged children were recruited from Guangdong province in China. Children’s receptive vocabulary, Chinese reading, and early math skills were individually assessed at three time points, and children’s social skills were rated by parents. Parents reported their engagement in home learning activities with children and their children’s participation in EAs. The results showed that all three components of family SES were related to multiple aspects of children’s school readiness, but through different pathways. Parental income was related to children’s school readiness through EA participation only; parental education and occupational status were associated with school readiness via both parental engagement and child EA participation. The findings suggest that considering SES components separately will produce a more nuanced understanding of the divergent pathways through which family SES may relate to children’s school readiness. Chinese government may provide parent education programs focused on cognitive stimulation for low-SES families to promote children’s school readiness. Furthermore, the government needs to ensure children’s equal access to EAs to prevent increasing the developmental gap among children from discrepant socioeconomic backgrounds.

KeywordChinese Children Extracurricular Activities Parental Engagement School Readiness Socioeconomic Status
DOI10.1111/famp.12534
URLView the original
Indexed BySSCI ; SSCI
Language英语
WOS Research AreaPsychology ; Family Studies
WOS SubjectPsychology, Clinical ; Family Studies
WOS IDWOS:000525766400001
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Cited Times [WOS]:0   [WOS Record]     [Related Records in WOS]
Document TypeJournal article
CollectionFaculty of Education
Corresponding AuthorLIXIN REN
Affiliation1.Faculty of Education,East China Normal University,Shanghai,China
2.Collaborative Innovation Center for Assessment towards Basic Education Quality,Beijing,China
3.Faculty of Education,University of Macau,Macao
4.Faculty of Education,The University of Hong Kong,Hong Kong
First Author AffilicationFaculty of Education
Corresponding Author AffilicationFaculty of Education
Recommended Citation
GB/T 7714
LIXIN REN,BI YING HU,XIAO ZHANG. Disentangling the Relations Between Different Components of Family Socioeconomic Status and Chinese Preschoolers’ School Readiness[J]. Family Process,2020,x.
APA LIXIN REN,BI YING HU,&XIAO ZHANG.(2020).Disentangling the Relations Between Different Components of Family Socioeconomic Status and Chinese Preschoolers’ School Readiness.Family Process,x.
MLA LIXIN REN,et al."Disentangling the Relations Between Different Components of Family Socioeconomic Status and Chinese Preschoolers’ School Readiness".Family Process x(2020).
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